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NATIONAL PACT FOR LITERACY AT THE RIGHT AGE
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In this research, I take the National Pact for Literacy at the Right Age (PNAIC) as a public policy of teacher training, i.e., a government action, analyzing it as a discursive practice, based on the works of Michel Foucault (1996; 2009; 2010), investigating how these practices and the relationships that come from these policies put the discourses on literacy into operation, generating conducts in pedagogical practice. From this methodological context, as well as, I seek to analyze the implementation of PNAIC in the region of Pelotas/RS and its pedagogical effects in formative practices, as well as to verify its productivity in teaching behaviors.
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